GROUP COUNSELING MANAGEMENT BASED ON COGNITIVE BEHAVIOR THERAPY FOR MENTAL Group Counseling Management Based On Cognitive Behavior Therapy For Mental Retarded Students (A Site Study at SMPLB Bina Putera Ambarawa, Semarang).
GROUP COUNSELING MANAGEMENT BASED ON
COGNITIVE BEHAVIOR THERAPY FOR MENTAL
RETARDED STUDENTS
(A Site Study at SMPLB Bina Putera Ambarawa, Semarang)
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
SULISTYOWATI
Q 100 100 053
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof. Dr. Harsono, M.S.
Consultant
Subject: Thesis of Sulistyowati
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh
After reading and giving suggestion to the thesis of this identity.
Name
: Sulistyowati
Student number
: Q 100 100 053
Department
: Educational Management
Title
: Group Counseling Management Based On Cognitive
Behavior Therapy For Mental Retarded Students (A Site
Study at SMPLB Bina Putera Ambarawa, Semarang)
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta
Wassalamualaikum warahmatullahi wabarakatuh
Surakarta, March 2012
Consultant
Prof. Dr. Harsono, M.S.
ii
iii
TESTIMONY
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtain master degree of a
university, nor there are opinions or masterpieces which have been written or
published by others, except those the writing which are referred to the manuscripts
mentioned in bibliography.
Hence later, if it is proven that there are some untrue statements in this
testimony, I will hold fully responsibility.
Surakarta, March 2012
Writer,
Sulistyowati
iv
MOTTO
MOTTO
1. Honesty is the cornerstone of all success, recognition is the strongest
motivation.
Even criticism can build confidence as "inserted" between layers of praise.
May Kay Ash (CEO, 2010: 4)
2. When one door closed, another door opened
but sometimes we see and regret the door
closed in a long time, so we do not
see another door that has been open.
DEDICATION
This research paper is dedicated to:
My beloved family, children, and University
v
ACKNOWLEDGMENT
Assalamualaikum warahmatullahi wabarakatuh
Alhamdulillahirrobil’alamin, praise and gratitude to Allah SWT, for
blessing the writer in accomplishing this research paper entitled Group
Counseling Management Based On Cognitive Behavior Therapy For Mental
Retarded Students (A Site Study at SMPLB Bina Putera Ambarawa, Semarang).
The writer would like to express her deepest gratitude and appreciation to
the people who have ever helped her in finishing this research paper by giving
support, advice and criticisms.
1.
Prof. Dr. Bambang Setiaji, the Rector of Surakarta Muhammadiyah
University who has given a variety of facilities in completing studies at
Muhammadiyah University of Surakarta.
2.
Prof. Dr. Khudzaifah Dimyati, M. Hum., The Director of Graduate School at
Muhammadiyah University of Surakarta, who gave the opportunity to the
writer to continue the study.
3.
Prof. Dr. Harsono, MS, The Head of Educational Management Department,
and the advisor that has given guidance, support, and advise in the process of
writing this thesis.
4.
Dr.Phil. Dewi Candraningrum, S.Pd, M.Ed., the second advisor who gave
guidance and support in this research paper writing process.
5.
The Principal and teacher of SMPLB Bina Putera Ambarawa that had helped
in this research process.
The writer realizes that this research paper is far from being perfect, in
order to make it better, the writer accept advices and criticisms. Finally, the writer
wishes this research paper would be useful for readers.
Wassalamualaikum warahmatullahi wabarakatuh
Surakarta, March 2012
Writer
vi
ABSTRACT
Sulistyowati. Q 100 100 053. Group Counseling Management Based On
Cognitive Behavior Therapy For Mental Retarded Students (A Site Study at
SMPLB Bina Putera Ambarawa, Semarang). Thesis. Graduate School.
Muhammadiyah University of Surakarta. 2012.
Focus of this study is on the characteristics of group counseling based on
cognitive behavior therapy at SMPLB (Special Secondary School) Bina Putera
Ambarawa, Semarang. This study has three objectives. The first is describing the
characteristic of organizational structure of group counseling based on cognitive
behavior therapy. Secondly, it is describing the characteristic of mental retarded
students. And finally, the research aims at classifying the characteristic of group
counseling based on cognitive behavior therapy for mental retarded students.
It is a qualitative research using ethnography design. This research was done at
SMPLB Bina Putera Ambarawa, Semarang. The main subject included the
principal, counselor and classroom teacher. Data collection method used in-depth
interview, observation, and documentation. Data analysis technique of this research
used an analysis arranged in site. the component of analyzing data includes data
collection, data reduction, data display and conclusion. Data Validity used a
triangulation method.
This finding suggests that (1) the organizational structure of group
counseling based on cognitive behavior therapy at SMPLB Bina Putera Ambarawa
is compiled by including the role and task of each parties. The principal has a role
as the supervisor, the classroom teacher as the executor of the program of group
counseling based on cognitive behavior therapy. (2) The mental retarded students at
SMPLB Bina Putera Ambarawa are different with the other normal students. Their
physical condition, especially the head size. Their behavior also needs an
adjustment to communicate. But with the group counseling based on cognitive
behavior therapy, the mental retarded students can do several activities like the
other normal students although it is far from perfect. (3) Group counseling based on
cognitive behavior therapy for mental retarded students is held by giving students to
tell their problem experienced. Students learn to dare to express their opinion in
front of their friends. There are four stages in the group counseling based on
cognitive behavior therapy for the mental retarded students such as formation,
transition, action, and finishing stage. Evaluation is done by observing students’
behavior which is done by the classroom teacher, counselor, and subject teacher.
Keyword: counseling, group, cognitive behavior therapy, mental retardation.
vii
TABLE OF CONTENT
TITLE ............................................................................................................
i
CONSULTANT NOTE ..................................................................................
ii
ACCEPTANCE.............................................................................................. iii
TESTIMONY .................................................................................................
iv
MOTTO ......................................................................................................... v
ACKNOWLEDGEMENT ............................................................................. vi
ABSTRACT ................................................................................................... vii
TABLE OF CONTENT ................................................................................ viii
CHAPTER I
CHAPTER II
INTRODUCTION .............................................................
1
A. Background ...................................................................
1
B. Research Focus .............................................................
4
C. Research Objective........................................................
5
D. Benefit of Research .......................................................
5
THEORY ...........................................................................
7
A. Group Counseling Based on Cognitive Behavior
Therapy for Mental Retarded Students ..........................
7
B. Management of Group Counseling ................................ 11
C. Previous Research ......................................................... 12
CHAPTER III
METHOD.......................................................................... 15
A. Type and Design of Research ........................................ 15
B. Research Location ......................................................... 15
C. Role of Researcher ....................................................... 16
D. Data, Data Source, and Informant .................................. 17
E. Data Collection ............................................................. 18
F. Data Analysis ............................................................... 18
G. Data Validity ................................................................. 19
CHAPTER IV
DATA DESCRIPTION AND FINDING .......................... 21
A. Data Description ........................................................... 21
viii
1. The Organizational Structure of Group
Counseling Based On Cognitive Behavior
Therapy ................................................................... 21
2. Characteristic of Mental Retarded Students at
SMPLB Bina Putera Ambarawa, Semarang ............. 24
3. Characteristic of Group Counseling Based on
Cognitive Behavior Therapy on Mental
Retarded Students .................................................... 28
B. Finding.......................................................................... 33
CHAPTER V
DISCUSSION AND PROPOSITION ................................ 35
A. Discussion .................................................................... 35
1.
The Organizational Structure of Group
Counseling Based On Cognitive Behavior
Therapy .................................................................... 35
2.
Characteristic of Mental Retarded Students at
SMPLB Bina Putera Ambarawa, Semarang .............. 38
3.
Characteristic of Group Counseling Based on
Cognitive Behavior Therapy on Mental
Retarded Students ..................................................... 42
B. Proposition .................................................................... 46
CHAPTER VI CLOSING .......................................................................... 48
A. Conclusion ................................................................... 48
B. Implication ................................................................... 49
C. Recommendation .......................................................... 50
BIBLIOGRAPHY ......................................................................................... 52
ix
COGNITIVE BEHAVIOR THERAPY FOR MENTAL
RETARDED STUDENTS
(A Site Study at SMPLB Bina Putera Ambarawa, Semarang)
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
SULISTYOWATI
Q 100 100 053
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof. Dr. Harsono, M.S.
Consultant
Subject: Thesis of Sulistyowati
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh
After reading and giving suggestion to the thesis of this identity.
Name
: Sulistyowati
Student number
: Q 100 100 053
Department
: Educational Management
Title
: Group Counseling Management Based On Cognitive
Behavior Therapy For Mental Retarded Students (A Site
Study at SMPLB Bina Putera Ambarawa, Semarang)
This thesis has been approved to be examined by the board of examiners of
Graduate School, Muhammadiyah University of Surakarta
Wassalamualaikum warahmatullahi wabarakatuh
Surakarta, March 2012
Consultant
Prof. Dr. Harsono, M.S.
ii
iii
TESTIMONY
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtain master degree of a
university, nor there are opinions or masterpieces which have been written or
published by others, except those the writing which are referred to the manuscripts
mentioned in bibliography.
Hence later, if it is proven that there are some untrue statements in this
testimony, I will hold fully responsibility.
Surakarta, March 2012
Writer,
Sulistyowati
iv
MOTTO
MOTTO
1. Honesty is the cornerstone of all success, recognition is the strongest
motivation.
Even criticism can build confidence as "inserted" between layers of praise.
May Kay Ash (CEO, 2010: 4)
2. When one door closed, another door opened
but sometimes we see and regret the door
closed in a long time, so we do not
see another door that has been open.
DEDICATION
This research paper is dedicated to:
My beloved family, children, and University
v
ACKNOWLEDGMENT
Assalamualaikum warahmatullahi wabarakatuh
Alhamdulillahirrobil’alamin, praise and gratitude to Allah SWT, for
blessing the writer in accomplishing this research paper entitled Group
Counseling Management Based On Cognitive Behavior Therapy For Mental
Retarded Students (A Site Study at SMPLB Bina Putera Ambarawa, Semarang).
The writer would like to express her deepest gratitude and appreciation to
the people who have ever helped her in finishing this research paper by giving
support, advice and criticisms.
1.
Prof. Dr. Bambang Setiaji, the Rector of Surakarta Muhammadiyah
University who has given a variety of facilities in completing studies at
Muhammadiyah University of Surakarta.
2.
Prof. Dr. Khudzaifah Dimyati, M. Hum., The Director of Graduate School at
Muhammadiyah University of Surakarta, who gave the opportunity to the
writer to continue the study.
3.
Prof. Dr. Harsono, MS, The Head of Educational Management Department,
and the advisor that has given guidance, support, and advise in the process of
writing this thesis.
4.
Dr.Phil. Dewi Candraningrum, S.Pd, M.Ed., the second advisor who gave
guidance and support in this research paper writing process.
5.
The Principal and teacher of SMPLB Bina Putera Ambarawa that had helped
in this research process.
The writer realizes that this research paper is far from being perfect, in
order to make it better, the writer accept advices and criticisms. Finally, the writer
wishes this research paper would be useful for readers.
Wassalamualaikum warahmatullahi wabarakatuh
Surakarta, March 2012
Writer
vi
ABSTRACT
Sulistyowati. Q 100 100 053. Group Counseling Management Based On
Cognitive Behavior Therapy For Mental Retarded Students (A Site Study at
SMPLB Bina Putera Ambarawa, Semarang). Thesis. Graduate School.
Muhammadiyah University of Surakarta. 2012.
Focus of this study is on the characteristics of group counseling based on
cognitive behavior therapy at SMPLB (Special Secondary School) Bina Putera
Ambarawa, Semarang. This study has three objectives. The first is describing the
characteristic of organizational structure of group counseling based on cognitive
behavior therapy. Secondly, it is describing the characteristic of mental retarded
students. And finally, the research aims at classifying the characteristic of group
counseling based on cognitive behavior therapy for mental retarded students.
It is a qualitative research using ethnography design. This research was done at
SMPLB Bina Putera Ambarawa, Semarang. The main subject included the
principal, counselor and classroom teacher. Data collection method used in-depth
interview, observation, and documentation. Data analysis technique of this research
used an analysis arranged in site. the component of analyzing data includes data
collection, data reduction, data display and conclusion. Data Validity used a
triangulation method.
This finding suggests that (1) the organizational structure of group
counseling based on cognitive behavior therapy at SMPLB Bina Putera Ambarawa
is compiled by including the role and task of each parties. The principal has a role
as the supervisor, the classroom teacher as the executor of the program of group
counseling based on cognitive behavior therapy. (2) The mental retarded students at
SMPLB Bina Putera Ambarawa are different with the other normal students. Their
physical condition, especially the head size. Their behavior also needs an
adjustment to communicate. But with the group counseling based on cognitive
behavior therapy, the mental retarded students can do several activities like the
other normal students although it is far from perfect. (3) Group counseling based on
cognitive behavior therapy for mental retarded students is held by giving students to
tell their problem experienced. Students learn to dare to express their opinion in
front of their friends. There are four stages in the group counseling based on
cognitive behavior therapy for the mental retarded students such as formation,
transition, action, and finishing stage. Evaluation is done by observing students’
behavior which is done by the classroom teacher, counselor, and subject teacher.
Keyword: counseling, group, cognitive behavior therapy, mental retardation.
vii
TABLE OF CONTENT
TITLE ............................................................................................................
i
CONSULTANT NOTE ..................................................................................
ii
ACCEPTANCE.............................................................................................. iii
TESTIMONY .................................................................................................
iv
MOTTO ......................................................................................................... v
ACKNOWLEDGEMENT ............................................................................. vi
ABSTRACT ................................................................................................... vii
TABLE OF CONTENT ................................................................................ viii
CHAPTER I
CHAPTER II
INTRODUCTION .............................................................
1
A. Background ...................................................................
1
B. Research Focus .............................................................
4
C. Research Objective........................................................
5
D. Benefit of Research .......................................................
5
THEORY ...........................................................................
7
A. Group Counseling Based on Cognitive Behavior
Therapy for Mental Retarded Students ..........................
7
B. Management of Group Counseling ................................ 11
C. Previous Research ......................................................... 12
CHAPTER III
METHOD.......................................................................... 15
A. Type and Design of Research ........................................ 15
B. Research Location ......................................................... 15
C. Role of Researcher ....................................................... 16
D. Data, Data Source, and Informant .................................. 17
E. Data Collection ............................................................. 18
F. Data Analysis ............................................................... 18
G. Data Validity ................................................................. 19
CHAPTER IV
DATA DESCRIPTION AND FINDING .......................... 21
A. Data Description ........................................................... 21
viii
1. The Organizational Structure of Group
Counseling Based On Cognitive Behavior
Therapy ................................................................... 21
2. Characteristic of Mental Retarded Students at
SMPLB Bina Putera Ambarawa, Semarang ............. 24
3. Characteristic of Group Counseling Based on
Cognitive Behavior Therapy on Mental
Retarded Students .................................................... 28
B. Finding.......................................................................... 33
CHAPTER V
DISCUSSION AND PROPOSITION ................................ 35
A. Discussion .................................................................... 35
1.
The Organizational Structure of Group
Counseling Based On Cognitive Behavior
Therapy .................................................................... 35
2.
Characteristic of Mental Retarded Students at
SMPLB Bina Putera Ambarawa, Semarang .............. 38
3.
Characteristic of Group Counseling Based on
Cognitive Behavior Therapy on Mental
Retarded Students ..................................................... 42
B. Proposition .................................................................... 46
CHAPTER VI CLOSING .......................................................................... 48
A. Conclusion ................................................................... 48
B. Implication ................................................................... 49
C. Recommendation .......................................................... 50
BIBLIOGRAPHY ......................................................................................... 52
ix